And Now Presenting…! How Dramatic Arts Integration Increases EL Students’ Use of Academic Language in the Classroom
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In their paper, “The Influence of Classroom Drama on English Learners’ Academic Language Use During English Language Arts Lessons,” Alida Anderson and Sandra M. Loughlin investigate the effect of classroom drama (aka dramatic arts integration) on English Language learners’ use of academic language in class.
Anderson and Loughlin note that contextualized language-learning tasks, such as dramatic arts-based activities, have a powerful effect on students’ acquisition of academic language, as these types of activities support “connections between concepts and language expression” (265). However, decontextualized language instruction is often the norm in ELA classrooms, in which “language-learning tasks…are removed from immediate or accessible meaning beyond the language itself” (266). Yet there is a powerful case for contextualized learning environments, given that they “foster academic language proficiency through discovery and experiential approaches that integrate basic communication skills, new information, procedures, tasks, as well as vocabulary, structures, and functions in academic discourse” (267). In this learning environment, teachers would provide “action-based language opportunities” that enable “collaboration, discussion, and planning” (267).